STEM Lessons #2

Date of lesson: Identify which of the following will be required in

Name of Teacher Candidate: this plan.

 Science and Engineering Practices

Isaac Chapman Standards of Mathematical Practice and
 Cross Cutting Concepts
Grade Level: 6th Grade Earth Science

Lesson Title or Topic: Eclipses

Curriculum Areas Addressed: Sun, Earth, and Moon

Time Required: 55mins Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole group and small group
Standards: List the GPS/ GSE that are the target of student learning and are key to this lesson. Include the number and the text of For these lessons the Science and Engineering
each of the GPS/GSE that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are Practice that I will be using is Developing and
relevant.
Using Models. Developing and using models is a
S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the great way to differentiate your teaching. It helps
sun, Earth, and moon. those students that prefer a hands-on approach
a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of to learning.
the sun, Earth, and moon. My Cross Cutting Concept that I would like my
b. Construct an explanation of the cause of solar and lunar eclipses. students to notice deals with Patterns. I like for
my students to gather an understanding that
Eclipses work in a pattern. This is why Eclipses
can be predicted many years out from each
other.
As a result of this lesson students will…
Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should
reflect the thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and
Engineering Practices and Crosscutting Concepts. These objectives are what you will assess.)
Students will develop an understanding of how and why Eclipses happen by developing and using
models.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this
question.
1. When do eclipses occur?
Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 STEM Lessons #2

2. Does an eclipse happen in the day or at night?

3. How often do eclipses occur?
4. Does an eclipse happen every month?

Support for Academic Language

Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area. These may be derived from the standards.) How will you provide support for using this vocabulary?
Umbra, Penumbra, Solar, Lunar, Rotation, Revolution, Phases, Waxing, Waning
Language Function, Demands and Supports- The demands (discourse/syntax) should be aligned with the
standard/element and the supports should provide instruction and scaffolding to meet these demands.
Assessment (Each learning objective must be assessed. How will students demonstrate the targeted skill and/or understanding of
the lesson’s objectives? How will you provide feedback for the students? What type of assessment will be used? What evidence will
be collected to demonstrate students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed
above. Each learning objective should be assessed. DO NOT restate the learning objective.) Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. .

Steps in the Lesson (Include the activating strategy or the hook for the lesson; the introduction; the lesson procedures including Identify the inquiry components: (Not all of the
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.) Es will be in every lesson, but engage, explore,
and explain form the backbone of the science
lesson.)
Activate learning (Hook): (State how you will begin the lesson to engage the students. Engage (Initiate here, carry through the lesson.)
When students walk in the classroom they are instructed to complete Do Now on the
board. A Do Now is a series of 3 questions used to assess what has been learned from
the previous day of instruction.
Example questions:
1. What is an Eclipse?
2. What is the Umbra and Penumbra?
3. What is the difference between a Solar and Lunar Eclipse?
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to Engage
the goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given
to students’ academic, social, and cultural characteristics to promote connections and engagement.)
To introduce lesson 2, I will show this short video, Eclipses for kids - What an eclipse is
and how many types there are - Solar and Lunar Eclipse,
Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 STEM Lessons #2

https://www.youtube.com/watch?v=Cca5DaNs98w&t=23s. This video will help to

refresh what they learned from the previous day.
Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the Explore, Elaborate and Expand
procedures for the lesson – what the teacher will do as well as what the student will do. Describe the strategies which will be used to
support students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural
backgrounds should be evident.)
During this work session, I want the students to imagine they are floating in space. Far
enough away to observe a Solar and Lunar Eclipse. While they are out there, they will
be able to stand on the Earth, Sun, and Moon to see from each point of view. When
they return to Earth they are tasked with drawing a properly labelled diagram of how
they observed the Solar and Lunar Eclipse, considering their vantage points from the
Sun, Earth, and Moon.
During this task I will be monitoring progress and looking for accuracy. To keep the
students on task I will ask questions such as, in what position should the Earth or
Moon be in? Or, what is the shadow called when the Earth completely covers the
Moon? When selecting and sequencing for presenting, I will select from incomplete to
above and beyond complete. Selecting and sequencing this way allows the class to see
progress and a complete product.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a Evaluate
result of the standards addressed in the lesson. What process or strategy will be used?
To evaluate and connect I will have selected groups present their Eclipse diagram. I
will also present questions such as
 While observing the Lunar Eclipse, why do you think the Moon turns Red-
Orange not Black?
 What are some things that you saw when you observed the Solar Eclipse?
These questions could possibly open up new questions or conversation.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.

Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not
create. Attach key instructional material needed to understand what you and the students will be doing. Examples: class handouts,
assignments, slides, and interactive white board images.)
Eclipses for kids - What an eclipse is and how many types there are - Solar and Lunar
Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.
 STEM Lessons #2

Eclipse:
https://www.youtube.com/watch?v=Cca5DaNs98w&t=23s
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the
students.)
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts:

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest
speaker, grade level coordinator, community experts, families, etc.)

Lesson Plan Template John H. Lounsbury College of Education, Georgia College Adapted for Science Instruction
By Miriam M. Jordan, Ed.D.